Thursday, January 16, 2020
This topic will give you the overview of a research report and an example of a research report. After completing this topic, you should be able to explain the chapter contents of: (a) Research Problem; (b) Review of the Literature; (c) Research Method; (d) Research Findings; and (e) Conclusions (Figure 2. 1). Figure 2. 1: Topic Contents 2. 2 EXAMPLE OF A RESEARCH REPORT Ã¢â¬Å"THE EFFECTS OF PREREQUISITE MATHEMATICS ABILITY, TEACHING METHOD AND ENGLISH LANGUAGE SKILLS ON MATHEMATICS ACHIEVEMENTÃ¢â¬ CHAPTER 1 RESEARCH PROBLEM 1. 1 Introduction State the purpose of research and explain the brief contents/subtopics of section/ chapter. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. This chapter will explain the background of research, statement of the research problem, purpose of research, importance of research, limitations of research, definition of terms, and summary. 1. 2Background of Research Explain the motivation for carrying out this research in terms of theoretical issues or practical problems. Lately, mathematics achievement of most students in both the primary and secondary schools is deteriorating. The teaching of mathematics in English does affect mathematics learning for some students, but it creates significant problems for others. Schools had tried to solve some of these problems, but still could not improve mathematics achievement of these students. 1. 3 Statement of Research Problem Explain the factors/variables to be included in this research, show the conceptual/theoretical framework of research, and state the research problem. The literature on teaching and learning mathematics indicated that prerequisite mathematics ability is necessary for students to understand any new mathematics content. Beside prerequisite mathematics, most of past research showed that proper teaching mathematics can improve studentsÃ¢â¬â¢ performance in mathematics. Lately, research on mathematics learning discovered that English language skills facilitate mathematics learning. The theoretical framework of the research is given in Figure 1. 1. This research attempted to determine whether prerequisite mathematics ability, English language skills, and teaching method affect mathematics achievement. Figure 1. 1 Theoretical Framework of the Research 1. 4Purpose of Research Explain the purpose of research, research objectives, research questions and research hypotheses (if any). The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. The objectives of this research were: 1. 4. 1 Research Objectives This research was carried out with the following objectives: (a) To determine the effect of prerequisite mathematics ability on mathematics achievement. (b) To determine the effect of teaching method on mathematics achievement. (c) To determine the effect of English language skills on mathematics achievement. 1. 4. 2 Research Questions This research was carried out to answer the following research questions: (a) What is the effect of prerequisite mathematics ability on mathematics achievement? (b) What is the effect of teaching method on mathematics achievement? (c) What is the effect of English language skills on mathematics achievement? 1. 4. 3 Research Hypotheses The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using direct instruction and cooperative learning. (c) There is no difference in mathematics achievement between students with low and high English language skills. 1.5Importance of Research Explain the importance of research findings in terms of theory confirmation/building or their implications to practitioners. The findings of this research hopefully will create awareness among school administrators and mathematics teachers of the necessity to prepare students with English language skills and prerequisite mathematics knowledge before teaching new mathematics content. The findings also will h elp mathematics teachers to choose appropriate mathematics teaching method to improve studentsÃ¢â¬â¢ mathematics achievement. 1. 6Limitations of Research Explain the limitations of this research in terms of population, sample, instruments, data analyses or other related problems to the research. This research was carried out in two secondary schools in Petaling Jaya area with a sample of 120 students. The prerequisite mathematics ability, teaching method and English language skills were classified into only two categories each. The instruments were limited to prerequisite mathematics test, English language test, and mathematics post-test. Interaction effects of prerequisite mathematics ability and English language skills with teaching method were not investigated in this research. 1. 7Definition of Terms Give the constitutive (conceptual) and operational (measurement) definitions of the terms/variables used in the research. The followings were the key terms used in this research and their constitutive and operational definitions: (a) Mathematics achievement Mathematics achievement can be defined as the ability of a person to solve mathematical problems at a difficulty level that is appropriate to the person. In this research, mathematics achievement was measured using a mathematics post-test that covered the syllabus on area of triangle,rectangle, and circle. (b) Prerequisite mathematics ability Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 1. 8Summary Give a summary of important aspects explained in this section/chapter. This research was carried out to improve studentsÃ¢â¬â¢ mathematics achievement. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathema tics achievement. The research, which was conducted in two secondary schools in Petaling Jaya area, used teacher-made tests to collect the required research data. CHAPTER 2 LITERATURE RREVIEW 2. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Literature Review which is divided into Related Literature and Related Research. The Related Literature explains prerequisite mathematics, language skills, direct instruction and cooperative learning. The Related Research presents some research on the effects of prerequisite mathematics ability, language skills and teaching method on mathematics achievement. 2. 2 Related Literature Explain concepts, theories, principles or models that are related to the research problem. The purpose of this research was to investigate the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. This section will explain the two teaching methods that were used in this research, namely, direct instruction and cooperative learning; and also the roles of prerequisite knowledge and language skills in teaching and learning. 2. 2. 1 Direct Instruction Slavin (2006) defined Ã¢â¬Å"direct instructionÃ¢â¬ as Ã¢â¬Å"an approach to teaching in which lessons are goal-oriented and structured by the teacherÃ¢â¬ . The teacher transmits information directly to students by structuring class time so that the students achieve the clearly stated objectives as efficient as possible. It is efficient for teaching a well-defined body of knowledge or skills such as mathematics. Direct Instruction comprises of the following seven (7) steps of activities: (a) State Learning Objectives and Orient Students to Lesson; (b) Review Prerequisites; (c) Present New Materials; (d) Conduct Learning Probes; (e) Provide Independent Practice; (f) Assess Performance and Provide Feedback; and (g) Provide Distributed Practice and Review. 2. 2. 2 Cooperative Learning Slavin (2006) defined Ã¢â¬Å"cooperative learningÃ¢â¬ as Ã¢â¬Å"instructional methods in which students work together in small groups to help each other learnÃ¢â¬ . The students are prepared with specific skills that will help them work better in a group. These skills include active listening, giving clear explanations, avoiding negative comments, etc. An effective cooperative learning model is called Student Teams-Achievement Divisions (STAD). STAD comprises of the following four (4) steps of activities: (a) Teach Ã¢â¬â the teacher present the lesson; (b) Team Study Ã¢â¬â students work on worksheets in their teams to master the material; (c) Test Ã¢â¬â students take individual tests; and (d) Team Recognition Ã¢â¬â team scores are computed based on team membersÃ¢â¬â¢ improvement scores and class newsletter recognizes high-scoring teams. 2. 3 Related Research Explain and comment about previous research/ studies that are related to the research problem in terms of population, sample, instruments, analyses, findings and limitations. Based on the research framework, this section will present the previous research/ studies related to the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. Specifically, this section will present the research on direct instruction (Systematic Instruction) and cooperative learning (Student Teams-Achievement Divisions Ã¢â¬â STAD). 2. 3. 1 Research on Direct Instruction The Systematic Instruction (SI) is one form/model of Direct Instruction. SI is a comprehensive Direct Instruction approach with a high degree of structure. Studies on the evaluation of nine programmes using Direct Instruction were carried out (in Slavin, 2006). DISTAR and Behaviour Analysis, the two highly structured Direct Instruction programmes, were found most successful in improving studentsÃ¢â¬â¢ reading and mathematics achievement. Of the nine programmes, only DISTAR was successful in improving low-achieving disadvantaged students close to the national average achievement. DISTAR and Behaviour Analysis students were also highest in self-esteem. About 60% of DISTAR students graduated from high school, compared to only 38% of other students in the same school. 2. 3. 2 Research on Cooperative Learning Slavin (1986) had done a research on Student Teams-Achievement Divisions (STAD). The research found that students learn substantially more in cooperative learning than in traditional/direct instruction, if two conditions are made. First, there must be some reward or recognition given to students, such as certificates. Second, each group must make sure that all of their members are learning, not just the good ones. When these conditions are met, cooperative learning is effective in grades 2 through 12, in all subjects and in many types of schools. Other than academic achievement, cooperative learning had positive effect on race relations, self-esteem, and attitudes toward school (Slavin, 1990). 2. 4 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Literature Review for this research. The Related Literature discussed about direct instruction, cooperative learning, and the roles of prerequisite knowledge and skills and language skills in teaching and learning. The Related Research discussed about the research on direct instruction, namely, Systematic Instruction, and cooperative learning, namely, Student Teams-Achievement Divisions. CHAPTER 3 RESEARCH METHOD 3. 1 Introduction Introduction Explain the brief contents of section/chapter. This chapter presents the Research Method which is divided into Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses, Pilot Study, and Summary. This research used experimental design to investigate the effects of prerequisite mathematics ability, English language skills, and teaching method on mathematics achievement. 3. 2 Research Design A factorial experimental design was used to investigate the effects of three independent variables; namely, prerequisite mathematics ability, English language skills, and teaching method; on the dependent variable of mathematics achievement. This section will explain the factorial design with each of the independent variable having two levels. The two levels of prerequisite mathematics ability were low and high; the two levels of English language skills were low and high; and the two levels of teaching method were direct instruction and cooperative learning. A (2x2x2) factorial design was used in this research with a total of eight groups/cells. The factorial design is shown in Table 3. 1. Table 3. 1: (2x2x2) Factorial Design on Mathematics Achievement Prerequisite Mathematics Ability Low High English Language Skills: Low Direct Instruction Direct Instruction English Language Skills: High Direct Instruction Direct Instruction Prerequisite Mathematics Ability Low High English Language Skills: Low Cooperative Learning Cooperative Learning English Language Skills: High Cooperative Learning Cooperative Learning 3. 3 Population and Sample Explain the scope/limitation of research in terms of population and sample & how respondents are selected. This was a part of an action research planned for a public secondary school in Petaling Jaya, Selangor, Malaysia. The research population comprised of all the Form 4 students in the school for the school year of 2009. A total of 240 Form 4 students were randomly selected as research sample. Other population and sample were not considered in this research, since it was an action research for the school. 3. 4 Research Instruments Explain research instruments to be used and how they are developed/ constructed. There were four instruments used in this research, namely: (a) Backgrounds Questionnaire to collect data on backgrounds of respondents; (b) Prerequisite Mathematics Pretest to measure studentsÃ¢â¬â¢ prerequisite mathematics ability; (c) English Language Pretest to measure studentsÃ¢â¬â¢ English language skills; and (d) Mathematics Posttest to measure studentsÃ¢â¬â¢ mathematics achievement. The four research instruments were developed by two mathematics teachers and two English Language teachers from the school. The Backgrounds Questionnaire was focused on studentsÃ¢â¬â¢ gender, ethnic, stream, and PMR Mathematics grade. The Mathematics Pretest and Posttest were developed based on the topic of Probability and Statistics, while the English Language Pretest was developed based on Form 4 syllabus. 3. 5 Procedure for Data Collection Explain step-by-step of the procedure for data collection from obtaining the permission to do research to how the data were collected. The 240 Form 4 students were called to meet the School Principal and researchers at the schoolÃ¢â¬â¢s hall. They were briefed about the research and were given the Backgrounds Questionnaire, Prerequisite Mathematics Pretest, and English Language Pretest. After the results of the Prerequisite Mathematics Pretest and English Language Pretest were obtained, the students were classified into four groups of 60 students each, namely: (a) studentswith Ã¢â¬Å"lowÃ¢â¬ Prerequisite Mathematics scores and Ã¢â¬Å"lowÃ¢â¬ in English Language scores; (b) students with Ã¢â¬Å"lowÃ¢â¬ Prerequisite Mathematics scores and Ã¢â¬Å"highÃ¢â¬ in English Language scores; (c) students with Ã¢â¬Å"highÃ¢â¬ Prerequisite Mathematics scores and Ã¢â¬Å"lowÃ¢â¬ in English Language scores; and (d) students with Ã¢â¬Å"highÃ¢â¬ Prerequisite Mathematics scores a nd Ã¢â¬Å"highÃ¢â¬ in English Language scores. Each of the four groups of students was later assigned randomly to two groups of 30 students each to form a total of eight groups. One mathematics teacher was trained on how to teach mathematics using Direct Instruction, and another mathematics teacher was trained to teach mathematics using Cooperative Learning. After the training, one of the mathematics teachers taught four of groups of students on the topic of Probability and Statistics for a period of three weeks using Direct Instruction. The other four groups of students were taught by the other mathematics teacher on the topic of Probability and Statistics also for a period of three weeks using Cooperative Learning. At the end of three weeks, all students were given the Mathematics Posttest. 3. 6 Procedure for Data Analyses Explain step-by-step of the procedure for data analyses from marking the test(s) to how the data were analyzed to answer each research question. One English language teacher was asked to mark the English Language Pretest answer scripts, one mathematics teacher was asked to mark the Prerequisite Mathematics Pretest answer scripts, and another mathematics teacher was asked to mark the Mathematics Posttest answer scripts, based on the marking schemes provided by the researcher. The backgrounds information of the students and their Prerequisite Mathematics Pretest scores, English Language Pretest scores, and Mathematics Posttest scores were entered into a computer file for analyses. The Statistical Package for Social Sciences (SPSS) was used to analyze the research data. Frequencies and percentages were used to analyze the backgrounds of students who participated in the research. The Analysis of Variance (ANOVA) was used to test the following null hypotheses on the main effects of the independent variables investigated at 0. 05 level of significant. The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using lecture method and cooperative method. (c) There is no difference in mathematics achievement between students with low and high English language skills. 3. 7 Pilot Study 4 Explain how you carried out the pilot study and improvements you made on your research after the pilot study. A pilot study for the research was carried out in the same school when the two mathematics teachers were given the training on how to teach mathematics using Direct Instruction and Cooperative Learning. A small sample of 20 students was used in the pilot study, whereby the students were given the Backgrounds Questionnaire, English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest. The students were interviewed by the researcher on their understanding of the Questionnaire, Pretests, and Posttest. The researcher had refined the Questionnaire, and a new set of equivalent English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest were developed by the same two mathematics teachers and two English Language teachers based on the comments from students. 3. 8 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Research Method that was focused on the Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses and Pilot Study. The research was carried out on 240 Form 4 students from a public secondary school in Petaling Jaya, Selangor. A Backgrounds Questionnaire, an English Language Pretest, a Prerequisite Mathematics Pretest, and a Mathematics Posttest were used as research instruments. A pilot study was carried out at the same school and the instruments were refined based on studentsÃ¢â¬â¢ comments. Descriptive statistics were used to explain the backgrounds of respondents, while ANOVA was used to test the null hypotheses of the research. CHAPTER 4 RESEARCH FINDINGS 4. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Research Findings which is divided into the Backgrounds of Respondents and the Results of Data Analyses and Research Findings. The Backgrounds of Respondents discuss the composition of respondents by gender and ethnic. The Results of Data Analyses and Research Findings explain the results of Analysis of Variance on Mathematics Achievement and the hypothesis tests on the effects of Prerequisite Mathematics, Teaching Method, and English Language Skills on Mathematics Achievement. 4. Backgrounds of Respondents Explain the backgrounds of the research respondents, e. g. their gender, age, family income, etc. This research was carried out at a public secondary school in Petaling Jaya, Selangor, Malaysia. A total of 240 Form 4 students were randomly selected as research sample. These students were assigned to four groups based on the results of Prerequisite Mathematics Pretest and English Language Skills Pretest. The background of respondents in terms of gender, ethnic, mean score and standard deviation (SD) of Prerequisite Mathematics, and meanÃ score and standard deviation (SD) of English Language Skills are given in Table 4. 1. The respondents comprised of 120 male students (50%), 120 female students (50%); which were made up of 120 Malay students (50%), 96 Chinese students (40%), and 24 Indian students (10%). In terms of Prerequisite Mathematics and English Language Skills, Group 1 (Low Math & English) comprised of 60 students with mean of 31. 8% in Prerequisit e Mathematics and 42. 6% in English Language Skills. Group 2 (Low Math & High English) comprised of 60 students with mean of 32. 1% in Prerequisite Mathematics and 72.
Wednesday, January 8, 2020
White-collar criminality is generally considered to be crimes of the rich and powerful. It can be extremely hard to study the levels of these types of crimes due to many reasons. These can include the idea that they usually go under the radar because nobody suspects respectable conformers to commit a crime and suffer the possible loss of attained assets. The notion of sample bias also comes into play as it a vast area of criminal statistics exclude upper class crimes. Lastly because the upper class are seen to be Ã¢â¬Ëimmune because of the class bias of the courts and thei[r own personal] powerÃ¢â¬â¢. (Sutherland: 2004: 7) The differential association theory is in some ways flawed as the heart of SutherlandÃ¢â¬â¢s (1939) approach is based on the concept of learning amongst people who share the same anti criminal or pro criminal values and attitudes. In white collar crime, the offender is typically well educated and has been brought up in groups with anti-criminal values. Ã¢â¬ËAre we dealing with crimes committed for or against organizations?Ã¢â¬â¢ (Nelken: 2002: 851) This must mean that the process of learning has happened in some other way. SutherlandÃ¢â¬â¢s (1939) research prompted other criminologists to develop his ideas to try and fill in the loopholes. Akers and Burgess (1996) expanded on SutherlandÃ¢â¬â¢s (1939) ideas and so, sculpted the social learning theory which also looked at psychological aspects of criminality. It was based on the differential association theory and operant conditioningShow MoreRelatedWhite Collar and Corporate Crime Pose for Explanations of Criminality1010 Words Ã |Ã 4 PagesWhat Kinds of Problems do White Collar and Corporate Crime Pose for Explanations of Criminality Until relatively recently, the concept of the criminal was that of a person who, somehow disadvantaged and disenfranchised from society, decided to ignore societal laws and concentrate on increasing his personal worth at the expense of society. 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If you log onto the F.B.I. website to see a host of crimes ranging from health care fraud to computer fraud. (www.fbi.gov) Criminologists, with a focus on the law, contend that many of the behaviors society believes to be white collar crimes are in fact not crimes at all. Without a statute to define a behavior as a criminal violation of law, behaviors could be labeled by individual standards rather than inRead MoreWhite Collar Crimes And Street Crimes1083 Words Ã |Ã 5 PagesWhite-collar crimes are just as prevalent today as ordinary street crimes. Studies show that criminal acts committed by white-collar criminals continue to increase due to unforeseen opportunities presented in the corporate world, but these crimes are often overlooked or minimally pub licized in reference to criminal acts on the street. 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Tuesday, December 31, 2019
Sample details Pages: 6 Words: 1739 Downloads: 3 Date added: 2017/06/26 Category Business Essay Type Argumentative essay Did you like this example? What are most significant differences between design/positioning /planning school of strategic management and resource based view? The design school is applied by formulating clear and unique strategies in a deliberate process. The design school is also known as process of conception, in this process, the internal situation of the organization of the environment (12Manage, n.d.) .The planning school; thorough steps are taken from the moment of the analysis of the situation to the actual execution (12Manage, n.d.). The positioning school, this is also known as analytical process, this strategy is used by placing the organization within its industry, and looks at how the organization can improve its position with their respective industry (12Manage, n.d.). Even though approaches to the design, planning and positioning are different, the design and planning schools are both prescriptive in character, as is the positioning school of thought. In the three schools of th ought discussed above, the environment is seen as relatively constant (Volberda Elfring, 2001). Resource based view, is a method of looking at the firm as a bundle of resources in turn of approaching strategy (Powell, 2005). To achieve sustainable competitive advantages, resource based view evaluates internal resources of the organization and emphasizes resources and capabilities (Madhani, 2009). To enable firms carry out their activities, resources can be considered as inputs. Strategic choices decided by firm while competing in external business environment is determined by internal resources and capabilities (Madhani, 2009) The most significant difference between the perspective school of management and resource based view is that the strategic school of management emphasizes economies of scale and scope such as giving a guide to organization on acquisition, mergers and diversification, budgeting, and analyzing the organizations position within the industry resource based view emphasizing on brand and value creation. While the perspective schools use tools such as Swot analysis, scenario planning and five forces in order to think, program and analyze, resource based view makes an organization to look at their tangible and intangible assets, processes, skills and the leadership aspect of the company .In order to illustrate the significant differences, I would like to compare the differences between the schools of perspective and resource based view. Positioning school enable an organization to identify their position by identifying cost leadership, focus and differentiation,(ÃÆ'Ã ÃâÃ rÃÆ'Ã ÃâÃ µnd, 2006 ), while on the other hand RBV gives importance to the leadership level of the organization and views the firm as bunch of resources which is said in the above. However, organization who effectively able to use both of them effectively it would benefit the organization in order to reach their goal and know where they stand, for example t hey are able to use the SWOT analysis to identify their strength, weakness, opportunities and threats and at the same time use the resource based view to identify what values or brand name in the organization which can be seen as a large asset to the organization. The biggest advantage of resource-based view is that the resource one company holds are hard to be practiced by a competitor. Question 2 How do these different approaches allow to gain insights into the way successful organizations execute strategy? In order to succeed, companies have to deal with different parts of strategies independently and practice balanced strategies and apply a balanced approach to business system. Many organizations have successfully used these different approaches and executing strategy. I would be using 3 case studies in order to give a better on how this organization uses these different approaches to execute their strategy. Case study #1 Business Management Case Study: How Cis co Applies Companywide Expertise for Integrating Acquired Companies Cisco is a IT company which uses resource based view and the design school. Cisco uses acquisition of other companies to rapidly offer new products, reach new markets, and grow revenue (Cisco, n.d.). Since 1993, the organization have acquired more than 120 companies which consist of small startups to large established firms such as Linksys, Scientific Atlanta, and WebE (Cisco, n.d.). The phases, which is followed by Cisco, clearly illustrates that the organization is effectively using resource-based view and designing school. By using their internal resources such as cross-function teams, common principles, and standard processes, Cisco has developed a formal, repeatable approach to acquisition integration (Cisco, n.d.). The acquisition integration is done by using 3 phases, firstly discovery and planning, where the organization they assess their scope, model their business and integration planning, the second phase, execution, the organization ensure that they are operational readiness and activate their employee, resources and integration task in order to execute the deal with the acquired company, and the final phase, monitoring, ongoing measurement an adjustment of the integration activity (Cisco, n.d.).As stated by Graeme Wood, Direct of the acquisition integration, in the case study, Cisco centralizes acquisition integration as it is effect and allow them to capture best practices, use their skills and resources more effectively and apply discipline and over sight to the entire acquisition process (Cisco, n.d.). Another statement from Pat Belotti, senior manager of sales acquisition in the case study, integrated Cisco worldwide sales operation, the most important benefit of Ciscos standard integration process that the process help Cisco avoid a purge in revenues, in fact the organization is able to increase their revenues rapidly by applying the organizations resources to assist th e acquitted sales department reach their maximum potential (Cisco, n.d.) Case Study #2 Adding value through asset optimization, an Anglo American Case study In this case study Anglo American, a mining company which has a vision of becoming the investment partner and employer of choice in the mining industry, one of its strategy to achieve that ambition is asset optimization and by executing its strategy has been able to achieve on its stated target of saving $1 billion from core operations by 2011 (Anglo American, n.d.). This strategy was executed using the school of planning and resource based view theoretical approaches, in order to achieve their ambition and decided a target of $ 1 Billion from their operations (planning), they decided to optimize their assets. A important feature of development within the asset optimization program was its design, piloting and introduction into Anglo Americans day-to-day business in order for this strategy to be executed a formalized in ternal process called Operation reviewers, this team was full consist of Anglo Americans internal resources, initially they reviewed their operations, Anglo American consistently review their process to make sure that the process is efficient as possible, the operations reviewers apply a structured evaluation process in three functional areas which are operational improvement , technical assessment , safety and sustainable development assessment they combined their central technical capacity with the operational expertise to create a team and focused on delivering value from operational improvement (Anglo American, n.d.). Anglo Americans optimization process sets out a clear view of how operational improvement can be planned for. There are five phases, starting with recognizing an opportunity (investigate numerous ways to lower the mines carbon footprint) followed by the idea stage (found out that a mobile flare design would solve the problem) followed by the initiative stage (a det ailed plan were created by technical expert from Anglo American) and finishing with putting an improvement into practice (Anglo American, n.d.). Anglo American has effectively used the school of planning and resource based view by effectively planning the asset optimization using their resources and as a result has gained sustainable benefits worth billion of pounds. (Anglo American, n.d.) Case Study #3 Delivering a business strategy, a TNT case study In this case study, TNT, a business to business express delivery service and how the organization is delivering a business strategy using school of positioning and resource based view .In the case study TNT has identified that their organization has a distinctive position and that their market position is based on differentiating itself from rival through their intangible resources (resource based view) (TNT, n.d.), TNT has developed a strategy map that puts the customer on the top at their highest priority of the business (TN T, n.d.). The organization wants everyone involved with the business informed on how the organization will be able to achieve its goals (TNT, n.d.).The TNT case study of Delivering a business strategy shows that Operational Excellence is achieved through a strong foundation of fast, reliable and quality services (TNT, n.d.). From there, by understanding what different customers expect, the organization is able to improve the customer relationship and experience (TNT, n.d.). By building a stronger customer relationship the organization is able to build a higher level of loyalty and commitment. The organization views the innovation process is about identifying the future needs of the organizations customers and by establishing a stronger relationship the business is able to develop a joint approach and shared vision (TNT, n.d.). This strategy map involves quality employees in order to meet their aims and effectively carry out the strategy. In the case study, TNT have stated their miss ion to surpass customers expectations and experience in the transfer of their goods and documents all around the world and by delivering value to the organizations customers by providing the most reliable and efficient solutions through their delivery networks and seek to lead the industry by instilling pride in their people and at the same time creating value for our stakeholders and be socially responsible around the world (TNT, n.d.). In order to achieve their aim TNTs biggest resource is their employees from various departments such as distribution, sales and marketing, finance, customer service and HR. .To ensure employees standards keep on growing, TNT emphasizes on development of employees (TNT, n.d.). By developing the organizations biggest resource, people, the organization ensures that it will have the capability to meet and implement quickly any necessary changes in the organizations strategy (TNT, n.d.).The organization also nurture new employees fresh from the market by offering a in house a five year apprenticeship program for people under 22 years old (TNT, n.d.) .TNT has successfully have used the positioning school and resource based view and successfully have a crafted an effective strategy. Conclusion A competitive advantage gives organization-enhanced capabilities for developing and delivering strategic value. Companies should have several competitive advantages, difficult to copy or duplicate, and sustainable over the long-term (Williams, 2007). The three companies above from the three case studies above has clearly have illustration combining school of taught to achieve their mission and vision. DonÃ¢â¬â¢t waste time! 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Monday, December 23, 2019
Diversity Reflection Abstract The purpose of this paper is to reflect upon the diverse experiences that I have had in my personal and professional life. Fortunately, I have had a large mix of diverse friends and experiences in my life. This paper will discuss those diversities as well as the plan to expand on my current knowledge. Keywords: Diversity, culture, differences Growing up I always had the opportunity to interact with diverse groups. My father is a retired master sergeant of the United States Army. He is African-American and was born and raised Baptist in Kentucky. He married my mother who is South Korean and Buddhist. I spent the first three years of my life living in South Korea where my father was stationed. WeÃ¢â¬ ¦show more contentÃ¢â¬ ¦It is always helpful to have some type of knowledge in case you meet or begin working with a person who is a member of a diverse group. If ever I encounter someone whose diversity I am not familiar with, I ask him or her questions to learn more. I do my best not to offend them by asking general questions and let them lead the conversation. I usually start off by asking where a person is from and go from there. I make it a point to let them know that I am always interested in learning about diverse groups so that they know I am curious about their culture. One of my favorite past times is going to festivals. This is a great way for me to learn about diverse groups. I only knew what textbooks taught me about Native Americans but when I moved to Oklahoma three years ago, I learned a lot more than I had ever learned before! I was able to visit the Museum of the Great Plains, attend Indian festivals, and make friends with Native Americans. Tasting, seeing, and interacting with them made the learning experience much richer than any book could have. Not only do I support groups of diverse ethnic backgrounds, I also try to learn more about different religions, disabilities, and social diversities. I have visited the local Jewish Education Alliance several times in Savannah, GA and I was privileged enough to be able to tour the Jewish synagogue a few years ago. People withShow MoreRelatedReflection Paper On Cultural Diversity1815 Words Ã |Ã 8 PagesFinal Reflection Paper During this summer semester, I have learned many important skills concerning my internship at Retreat of Lancaster County. These skills can be divided into four categories - social and cultural diversity, helping relationships, group work, and assessment. Retreat of Lancaster County is an inpatient drug and alcohol rehabilitation center with both rehab and detox levels. At this location, I have been able work with patients entering recovery for alcohol use, heroin use, prescriptionRead MoreReflection On Diversity And Diversity867 Words Ã |Ã 4 Pageshis or her diversity. Also, a leader needs to include every individual to participate in the activities or meetings. The chapter contains the explanation, the history, practice, and barriers of both diversity and inclusion. I will share my reflection about understanding and using diversity and inclusion to become a better leader. According to the article, diversity is the existence of different cultures or ethnicities within a group or an organization. So it telling me that diversity is that eachRead MoreReflection On Diversity827 Words Ã |Ã 4 PagesA Reflection on the Analysis Diversity for me is central to having a successful, creative, dynamic education environment where everyone is welcomed. Without diversity, I think we are less creative individually and collectively. I can describe diversity as a collection of people who have their own unique qualities, who are different and sharing and embracing each otherÃ¢â¬â¢s individual beliefs, cultures, and thoughts. The differences could be cultural, racial, or learning styles. According to ColemanRead MoreReflection On Diversity865 Words Ã |Ã 4 PagesReflection I am a young black woman who is trying to pave the way to success through furthering my education. Everything I bring to the table adds to the spectrum of diversity. Growing up I always felt different. The elementary school I attended , I always could recognize where I differed from everybody else. My hair, my skin tone, my gap (before the braces), and especially height. It wasnÃ¢â¬â¢t easy but the older I became, I learned to embrace every aspect of me. Diversity to me is what you bring toRead MoreDiversity Analysis And Reflection On Diversity Essay2454 Words Ã |Ã 10 Pages 3rd Diversity Summary Reflection The purpose of reflecting on others diversity presentation is to allow us students to learn how we compare to others and how we differ from others in the aspect of the internal and external dimensions. This summary will reflect the dimensions of religion, sexual orientation/identity, and disability. Others presentations allow us to be informed on other perspective per these dimensions. Not any two people in the world are completely the same. Everyone goes throughRead MoreReflection On Diversity974 Words Ã |Ã 4 Pagesthough I almost panic-picked this course, I am expecting to acquire some knowledge about different topics that I have never experienced. Every teacher and professor are unique with their style of teaching, and I am looking forward to learning about diversity. 2. Your expectations and what you hope to get out of this course? As an international student in the most multicultural city in the world, I want to learn the differences and my concept of viewing the world with much wider range through thisRead MoreDiversity Reflection1049 Words Ã |Ã 5 Pagesexposed to diversity as it was not present, or encouraged. Diversity did not exist within the walls of my school. I decided that I valued education that promotes the awareness, acceptance and respect of diversity. Because of that, I decided to create a series of activities combining elements of the Kindergarten Social Studies and Career Education curriculum. These activities intertwine with each to create a large scale project with the intent to promote and support the reality of diversity within LadnerRead MoreReflection On Diversity792 Words Ã |Ã 4 Pages In order to be inclusive on campus, and gain the most from your time at this University, you must become comfortable to engage with others who are unlike yourself and to extend your network. Through t his video I learned what kind of diversity a person may provide to their community on multiple different levels, and how we create biases against others based on these traits which we observe. I am able to apply this to my personal life because it reminds me that when I meet new people I shouldnt beRead MoreDiversity Reflection976 Words Ã |Ã 4 Pages1) The major question I feel like I didnÃ¢â¬â¢t answer well was my knowledge of culture and diversity. Specifically, I talked in depth about working with individuals with diverse ethnic backgrounds, but I did not think of diversity variables such as age, gender, SES, education level, etc. You should be prepared to talk about your clinical experiences (i.e., what they were, what your role was, were there any ethical issues that came up, etc.). For example, I worked as an in-home behavioral therapistRead MoreReflection Paper : Diversity Reflection Journal2144 Words Ã |Ã 9 PagesDiversity Reflection Journal I had the pleasure of interviewing five great people that talk about their lives and how it all unfold before their eyes. Some shredded tears, laughed, took me on tours, and even shared photos of their lives. I had a great opportunity to share some background information about myself in so many ways, that most of them did not know that person lived in me. The five people that I interviewed were kept anonymous I have included their first initial, their full last name,
Sunday, December 15, 2019
The witches have just told me their prophecy and I donÃ¢â¬â¢t know what to think. I have to tell my wife, she is an ambitious women and will be thrilled to find out the news. That in my future I will no longer be thane of Cawdor. We will write a custom essay sample on Diary Entry for Macbeth or any similar topic only for you Order Now I will move on to bigger and better things. For prophesised in my future I will become the great King of Scotland. But how am I to achieve these goals of becoming a king. Duncan is a dear friend of mine and trusts me like a brother. How possibly could I deceive him, however although I cherish the friendship of the king I donÃ¢â¬â¢t see him fit for the thrown. I am the one who needs to be in charge, to lead the people of Scotland to glory. I deserve the thrown. How can I harbour these thoughts they are thoughts of evil. King Duncan doesnÃ¢â¬â¢t deserve this treachery. He is the King, the man chosen from God to lead the Scottish people. Im not sure on what I am to do, but when I meet with my wife we shall decide together. She usually knows what is right. For now i will try to get a good sleep and think about the long journey back home. During The Murder As I put the pillow to DuncanÃ¢â¬â¢s chest I felt sick, I felt like no body could trust me. For Duncan is a friend, how should my friends let alone my enemies think. So I put the dagger down and quickly thought of turning back. I saw the look in his eyes, he wouldnÃ¢â¬â¢t forgive me if I turned back now he would send me to prison. So I built up all my courage and stabbed the dagger through his chest, then a second time through his heart to make sure the great king was dead. As soon as I was finished my unholy deed I fled back to room where my wife would meet me. As I got back I had realised I had forgotten to frame the guards and cover up my tracks. As I was to shocked, devastated and had partially lost my mind I couldnÃ¢â¬â¢t complete the deed, so my wife had to cover my tracks. I felt less of a man but what was done had to be done and then it was over. After The Murder What have I done, itÃ¢â¬â¢s all a mistake. Duncan is a great man loved by many, he didnÃ¢â¬â¢t deserve to die such a painful death, in fact he didnÃ¢â¬â¢t deserve to die at all. My wife she has corrupted me, but she is not to blame because I am the one who covered the Kings mouth to stop his loud screams from escaping his chamber, and I am the one who slowly dug the dagger through his bare chest till he could not scream any more, till he slept not only for a night but eternally. I have no idea what to do, I am so confused. Should I tell people the atrocity that took place last night in my castle? I feel so alone in the world and I cannot tell my wife these feelings of guilt and regret because she is like a heartless demon, she will taught my feelings till I have no goodness left in me. Although it will be difficult I shall keep this secret safely kept in my bosom so that she will not taunt my feelings and feel I am the weakest link and that I will spoil our plans of becoming royalty. How to cite Diary Entry for Macbeth, Papers
Saturday, December 7, 2019
Questions: 1.What business risks had Liberty Wines faced?2.How does Liberty Wines IT infrastructure impact its competitive advantage?3.How did server virtualization benefit Liberty Wines and the environment?4. What data and IT problems were limiting FinCENs ability to fight financial crime?5.Describe the IT upgrades and capabilities needed by FinCEN in order to achieve its mission.6.On what does financial intelligence depend?7.Why is the ability to identify patterns and relationships critical to national security? Answers: 1. Liberty Wines experienced a huge growth in the business and the department of IT failed to successfully handle the increase in volume of data. The frameworks were quite slow and needed more efforts on maintenance. This implied loss of efficiency of employee, and also affects the core processes of business, for example, arrange processing of order and management of inventory As the service level is not provided, the clients expect in a quick paced condition or the capacity to oblige development, they gambled loss of future business as well as the potential loss of current clients. 2. The reduction of costs of replacement of hardware, power and air conditioning helps in improving the resilience as well as stability with the help of backup system. This helps in speeding up of the process of business that enable the faster running of app, improvement of the bottom line as well as better services to the customers are been provided by employees with great productivity (Nguyen, Min Park, 2015). Moreover, the growth of business in future helps to accommodate rapidly as well as in an easy manner. Competitive advantages are achieved by the organization by reduction of costs, improvement of services and scope for growth in future. 3. The reduction of 10 servers to 4 servers among which one of the server is been booked for the backup system causes cut in for the power use as well as 60 percent costs of air conditioning the helps to improve the bottom line and the assists to reduce the carbon footprint. The operation of application is faster by better utilization that yields in better services to the customers and excellent management of inventory. The costs of hardware replacements are been reduced by 69500 dollars as well as when required the servers can be integrated rapidly and with ease. 4. The report containing the data which the financial institution needs to provide to FinCEN is of inconsistent quality as well as lacking in both standardization and validation. During the analyzing of data FinCEN got restricted to simple routines as well as small datasets. The bureau failed in conducting the analysis transversely of massive datasets as well as they lack capabilities in proactive analyzing and trending of prediction. The data reported was done by utilizing different systems those were offline. These issues combined for FinCEN to confront the issues in rapidly detecting the emerging and innovative threats as well as assist in disrupting of criminal enterprises. 5. The upgrading of FinCEN in its capabilities of analytics, infrastructure and databases of Information Technology was done. The analytics that was upgraded required for better collecting and data analyzing with the help of multiple sources. It also helps them by providing the federal, state, regulatory authorities as well as locally enforcement. The analytics of the organization in recent time have the access of improved analytics as well as capabilities of examination. The upgrading of database was done by converting all the data of eleven years from the system legacy to new record system of FinCEN. The company having the upgraded infrastructures of IT helps the organization in receiving, processing and storing all the reports of FinCEN electronically. The organization released FinCEN Query Web-based app. This is an innovative tool for searching that is been accessed by the analytics of FinCEN, enforcement of law, regulatory users and intelligence by providing the real-time for ac cessing the past eleven years data of Bank Secrecy Act. 6. The dependence of financial intelligence is on the effective analytics of data for identification of patterns as well as relationships which reveal the illicit activity. 7.The intelligence has the increased speed as well as ability for detecting the financial launderers as well as terrorist financers. It also helps in disrupting every criminal activities happening within the nation. Research recent financial crimes that FinCEN has detected and disrupted. Explain the role of data analytics in crime detection. The mission of the organization is to provide safeguard for the financial system from the financial crime and promote the security within the nations for analyzing and disseminating the financial intelligence. The unit of fraud detection as well as internal auditors manages the data as well as the system and then process the detection of fraud. The service of real time helps in decision making (Cross, 2016). Reference List Cross, C. (2016). Using financial intelligence to target online fraud victimisation: applying a tertiary prevention perspective.Criminal Justice Studies,29(2), 125-142. Nguyen, T. A., Min, D., Park, J. S. (2015). A comprehensive sensitivity analysis of a data center network with server virtualization for business continuity.Mathematical Problems in Engineering,2015.
Friday, November 29, 2019
Sun Also Rises And Jake Barnes People often mentally distance themselves from their peers do to flaws and irregularities that they may suffer from. In The Sun Also Rises Jake Barnes constantly seems to be distanced and un willing to accept the people and environment that he lives in. The impotence that Jake Barnes physically suffers from leads him to suffer from mental impotence regarding the reality of his actions and the environment in which he lives. Aside from Jakes own actions, this impotence is reflected through supporting characters such as Brett and Cohn by the authors' use of the literary devices parody and irony. Jake Barnes is a veteran ex-patriot of WWI living in Paris, France. During the war Jake received a wound that led him into a life of physical impotence. While in a hospital Jake met and fell in love with Lady Brett Ashley whom he desires throughout the novel. Jake is the editor of a newspaper in France, yet his life circulates around his journey to find meaning and acceptance into society. Jake is often measuring the morals of others and trying to find an appropriate way to go about his own life. Jake and the other characters, who suffer from similar mental impotency for one reason or another, are often found to be drinking and seeking sexual relations. Through these actions Jake is attempting to numb himself to the reality that is the world he lives in yet does not understand. Jake goes to bars and drinks so that he might escape from the turmoil his meaningless life has become. Jake is often found to be making attempts to please Brett in any way possible, through this he reveals that he is attempting to gain her acceptance and affection but does not realize that many of these actions are only leading her further from him. Jake feels unaccepted because that he cannot participate in a ritualistic part of the lives that his peers exploit, sex. The use of parody in The Sun Also Rises allows for the reader to relate the characters different experiences to their impotence. I one of the first scenes Jake is found riding in an horse drawn open air taxi with a prostitute whom he has picked up to keep him company and give the appearance that he is promiscuous. Just after this incident Jake is riding in an enclosed taxi with Brett participating in an emotional struggle. The first scene is romantic and flagrant with its appealing environmental descriptions and fancy carriage whereas in the second scene the surroundings depict construction and a more dismal environment, not at all romantic. This parody is relevant because that Jake did not want to be exposed to the rest of the world when his body did not accept Brett, yet in the carriage with the prostitute he was merely attempting to appear as if he were a part of the sexual atmosphere that he lives in. Jake spends the entire novel searching for the affection of Lady Brett, yet in many instances urges her to go and be with other men. Through such irony it is revealed that Jake wants more than anything to make Brett happy. When Jakes handicap does not allow him to be with Brett he attempts to please her by finding others that can do so. By doing so Jakes emotions are only damaged to a greater extent yet he sees it as rational. Jake becomes jealous and angry after Cohn has an affair with Brett because that he believes that Cohn is the only one in his circle of friends who has not become disillusioned and daunted by society. The Sun Also Rises is the story of Jake Barnes' search for a way to go about living his life and find acceptance. Throughout the novel the reader is allowed to see what is wrong with his life and what he is doing wrong in his attempts to fix it. Jake does not grasp that he has the ability to gain Brett's acceptance without being her sexual partner.